Literacy Across the Curriculum
Our school is committed to raising standards of literacy in all its pupils, through a coordinated approach. Every teacher has a role to play in this process.
Our Approach to Literacy
Northfield believes that the development of literacy skills is central to a young person’s life chances.
“Without them, full participation in the workplace and society as an adult will be a constant struggle”
page 2 NLT 2014-15
It is our belief that all teachers are teachers of literacy. We are committed to developing the literacy skills of all our students, in the belief that it will support their learning and raise standards across the curriculum. We see literacy at Northfield in the three separate but interlinking strands of reading, writing and oracy; believing that success in these three areas will allow pupils to unlock their potential.
Poor literacy can be a huge barrier to pupils in terms of accessing the curriculum, therefore at Northfield School we believe all pupils have the right to quality teaching of literacy in order to fully access the curriculum. Regardless of pupils’ perceived ability and self-confidence, their literacy skills should be constantly challenged in order to make accelerated progress across the curriculum.
Aims and objectives
Literacy should be promoted throughout all areas of the curriculum in a consistent and efficient manner. Quality first teaching and teaching of literacy go hand in hand and this should be tailored to pupils’ specific needs.
We believe that:
- Enhancing students’ language enhances their subject learning;
- All subjects can make a specific contribution to developing students’ literacy skills in different ways;
- All teaching contributes to students’ development of language as oracy, listening, reading and writing are, to varying degrees, integral to all lessons.
- Students need vocabulary, expression and organisational control to cope with the cognitive demands of all subjects;
- Reading helps us to learn from sources beyond our immediate experience;
- Writing helps us to sustain and order thought;
- Language helps us to reflect, revise and evaluate the things we do, and on the things others have said, written or done;
- Responding to higher order questions encourages the development of thinking skills and enquiry;
- Improving literacy and learning can have an impact on students’ self-esteem and on motivation and behaviour. It allows students to learn independently. It is empowering.
It is the view at Northfield School that:
“Literacy should be interwoven in the fabric of everyday school life and involve all staff. It is essential to make literacy a permanent fixture to ensure all members of staff believe in its importance… It should be visible around the school. Literacy must be seen in all parts of the school.”
Page 4 NLT
The Role of Parents
The parents’ role in the development of pupils’ literacy is fundamental and to be encouraged. To do this effectively, parents should:
- Become informed about aspects of literacy and display a positive attitude to the importance of basic literacy skills required for life;
- Support KS3 pupils in their 20 minutes Accelerated Reading a day
- Support KS4 pupils in wider reading of a range if fiction and non-fiction texts
- Support pupils’ use of FROG to work on literacy tasks
The Role of ICT
It would be remiss to neglect the constantly changing nature of ICT as a tool to engage and encourage pupils in literacy. At Northfield we see that pupils, particularly low achievers, respond well and gain confidence from the use of ICT. ICT is utilised in lessons through use of iPads, interactive whiteboards and software such as Explain Everything in order to promote pupils’ literacy skills.
To ensure reading, writing and oracy have a high profile within each department across the curriculum. To ensure all staff, pupils and parents recognise and build on opportunities for pupils to progress in these strands to ensure accelerated progress is made.